Argot identitario construido por jovenes privados de la libertad y su incidencia en los procesos educativos
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Resumen
When entering the world of young adolescents who are deprived of liberty, it has been possible to recognize a series of codes, words and symbols that they have created in order to protect the information related to the dynamics that they develop daily within their experiences in the deprivation of liberty and their criminal life, creating a discursive form that welcomes, identifies and familiarizes them from their context. Consequently, a communication barrier arises between adolescents deprived of liberty and the people who live together in the institution, including teachers, due to the difficulty in deciphering the meaning of each term, as it is vague and incomprehensible. Starting from a lexicographic exercise and the collection of vocabulary, we seek to analyze and define in the light of authors such as Bernstein, Charaudeau, Gumperz, Halliday, Saussure, Van Dijk, among others, the structure as social discourse of the argot constructed and used by young people deprived of liberty and its power in the construction of identity, which within educational processes is essential, allowing assertive communication directed towards the strengthening of learning processes within an educational environment.